In Karyn Beavers' third-grade classroom at Harding Primary School, students aren't just learning to read—they're reading to learn about astronomy, Native American cultures, the twelve body systems, and types of vertebrates. They can explain why Pluto lost its planetary status and name all six dwarf planets in our solar system, including tongue-twisters like Makemake.

"My kids can tell you why Pluto got kicked out of the planet club," Beavers says with evident pride. "I had a parent contact me and say, 'I did not even know what a dwarf planet was.' She was telling me this because her child came home excited about what they'd learned."

This enthusiasm reflects the school's commitment to Core Knowledge Language Arts (CKLA), a curriculum that has transformed reading instruction at Monmouth-Roseville School District over the past two years. The approach represents a significant shift in teaching reading—one that Principal Katy Morrison, who also serves as a curriculum director for the district, describes as both deliberate and effective.

"We needed to have a focus on knowledge building," Morrison explains. "A lot of reading assessments are assessments of your background knowledge more than they are your actual ability to read."

The science of reading—research on how children most effectively learn to read—has increasingly emphasized that while decoding skills (connecting letters to sounds) are critical in early grades, true reading comprehension depends on having relevant background knowledge about the world.

"You can teach a kid to read and they can read fluently, but if they don't have that background knowledge to comprehend, they won't understand what they're reading," notes Morrison. "It's like being able to read fluently in Spanish without understanding the meaning."

At Harding, where second and third graders fill fourteen classrooms, the curriculum spirals through grade levels, revisiting topics with increasing complexity. Students might learn about body systems in first grade, explore certain systems more deeply in third grade, and tackle the most complex systems in junior high.

This building-block approach creates confident learners who arrive at each new topic with prior knowledge to build upon. It also produces impressive results when standardized testing arrives.

"When they pick up a standardized test, they know those vocabulary words," Beavers explains. "They know how to get information that's hard. They've been exposed to that higher-level knowledge, so it's not hitting them like a lead balloon."

The curriculum incorporates hands-on activities to cement learning. Second graders studying westward expansion recently participated in rotations between classrooms where they panned for gold, raced horses in the gym, and made butter for their biscuits. Third graders completing their astronomy unit will soon explore a visiting sky lab.

For Beavers, who has spent twenty years in education, these engaging learning experiences serve a purpose deeper than test preparation. "I think the reason it matters is that we make a difference," she reflects. "Teachers are the ones who teach your politicians, they teach your doctors, but it all starts here."

The approach is particularly valuable in Monmouth-Roseville's remarkably diverse community, where twenty-seven different languages are spoken. Beavers, who holds certification in multilingual learning, teaches numerous English language learners despite speaking only English herself.

"I have everyone from a student who's only been in the United States since June of last year to students who have exited our language learner program but are still getting supports," she explains. Her classroom strategies include visual aids and frequent hand gestures, which she notes "drives my own children absolutely crazy."

This diversity enriches the learning environment and makes knowledge-building even more crucial, as students from different backgrounds need common reference points to engage with complex texts. Through CKLA, the district ensures all students—regardless of language background—build the knowledge foundation they need.

But perhaps the most powerful outcome isn't measured by tests. It's the contagious curiosity students bring home.

"The best part is our kids taking home what they've learned and wanting to share it," Beavers says. "I think our kids instilling that love of learning is our greatest connection to the family."

As third graders excitedly debate the planetary status of celestial bodies or explain intricate body systems to surprised parents, they're not just showcasing knowledge—they're becoming enthusiastic, engaged learners making sense of their world one fascinating fact at a time.